Integrating Team-based Learning into the Microbiology Curriculum: Impact on Students’ Performance and Feedback in a Quasi-experimental Framework
TL;DR
TBL is an effective pedagogical approach that enhances learning outcomes and active engagement in undergraduate medical students and Integrating TBL into routine microbiology teaching can further support the successful implementation of CBME.
Abstract
Introduction: With the implementation of Competency-Based Medical Education (CBME), the need for interactive, learnercentred teaching strategies has increased. Team-Based Learning (TBL) fulfils this need by fostering active engagement and collaborative problem-solving. Aim: To evaluate the effectiveness of TBL with conventional didactic lectures among second-year MBBS students in Microbiology. Materials and Methods: This quasi-experimental study was conducted in the Department of Microbiology at Smt BK Shah Medical Institute and Research Centre, Vadodara, Gujarat, India over three months (March 5, 2025, to June 5, 2025), after Institutional Ethics Committee approval. A total of 182 second-year MBBS students who attended all TBL sessions on selected infectious disease topics were included. Learning outcomes were assessed using the Individual Readiness Assurance Test (iRAT), Team Readiness Assurance Test (tRAT), and post-session formative assessments. Student and faculty perceptions were collected using structured feedback questionnaires. Data were analysed using a paired t-test and descriptive statistics. Results: Mean post-test scores were significantly higher after TBL (18.94±1.60) than after didactic lectures (13.13±2.68; p-value <0.0001). Post-test scores across all TBL sessions were higher than baseline iRAT scores, demonstrating significant improvement in immediate learning outcomes. Mean posttest scores were 19.02±1.45 for Urinary Tract Infections (UTI), 18.92±1.64 for skin and soft-tissue infections, and 18.88±1.63 for anaerobic infections/gas gangrene. Students reported that TBL enhanced engagement, motivation, conceptual clarity, and collaborative learning. Faculty also perceived TBL as a highly interactive and effective instructional strategy that improved participation and clinical reasoning. Conclusion: TBL is an effective pedagogical approach that enhances learning outcomes and active engagement in undergraduate medical students. Integrating TBL into routine microbiology teaching can further support the successful implementation of CBME.